德阳市2014高考英语二轮短文类训练11 及答案或解析 11页

德阳市2019高考英语二轮短文类训练（11） 及答案或解析 A Words：324　难度系数：★★★　建议用时：8分钟 Games originally are entertainment.Contemporary games are very realistic and for this reason they are a source of great experience for the player and develop the imagination.Games are entertainment and even more than that.The statistics(统计) of the New York University led by Green claim that the player preferring active games get improvement of some types of brain activity.In particular，game players deal with problems of simultaneously (同时地) tracking several moving objects at the average level of 30% better than people who do not play active computer video games.The “gaming” violent experience may not be the cause of violent behavior in reality.None of the playing experience will become the priority in making important decisions concerning problems in real life.A game is an abstraction(虚拟物)．A player gets abstract tasks and acts according to abstract rules.‎ Games are also the possibility to be however a person wants to be and to rest from the outside world for some time.But what if a person gets so much excited with the game scenes that he becomes violent in reality? Then，it proves that the games cause people to become violent in reality.But a psychologically healthy person will never confuse these two different worlds.A game is a virtual world with visual images very similar to human.These images represent by themselves nothing but playing obstacles(障碍)．A game may potentially give the opportunity to “destroy the obstacles” that may not be destroyed according to the rules but it is more about personal choice whether to do it or not.This leads us to the conclusion that violence is not a consequence but the cause.People who are originally trended to violence may get into a temper by games and perform violence in the “real world”．But in this case violence in games is a simple justification(理由) of the violent nature of the players.‎ ‎【解题导语】　本文论述游戏是娱乐形式却远不止供人娱乐，还能提高打游戏者同时注意观察多个移动物体的能力，因为心理健康的人不会混淆游戏中的虚拟世界和生活中的现实世界。‎ ‎1．The passage is ________.‎ A．a story　　　　　　　　 B．a descriptive writing C．an argumentative writing D．a scientific essay 解析：选C。判断文章体裁。短文主要论证游戏对游戏爱好者行为和心理的影响，所以这是篇议论文。‎ ‎2．In the first paragraph the author used the statistics to prove that ________.‎ A．games can provide experience for the players B．games can help develop players’ imagination C．games can cause violent behavior D．games are more than entertainment 解析：选D。确定段落主题(论点)。第一段第三句句意为：游戏是娱乐但又远不止娱乐。这是本段的论点，下一句用统计数字作为论据来论证这一观点。‎ ‎3．What is the author’s attitude towards the “computer games”？‎ A．“Violent games” can lead to the performance of violence in the“real world.”‎ B．Violence is not a consequence of the “computer games” but the cause.‎ C．Games are just entertainment and nothing more.‎ D．The “virtual world” and the “real world” are just the same.‎ 解析：选B。判断作者态度题。第二段倒数第三句是作者的结论：这使我们得出暴力不是后果而是导致后果的原因这样的结论。所以作者认为暴力倾向不是电脑游戏造成的后果而是人们喜欢暴力、玩暴力游戏的原因。‎ ‎4．The best title for this passage is ________.‎ A．Violent games cause violence B．Games：good or bad?‎ C．The cause of violence D．The consequence of games 解析：选B。确定文章标题。短文主要论述了游戏的作用及与暴力的关系，作者用统计数据和理论分析说明：人的暴力倾向不是玩游戏的结果而是人们喜欢暴力游戏的原因。所以B项作短文标题较为合适。‎ ‎*******************************************************************结束 完形填空 Words：302　难度系数：★　建议用时：16分钟 A very little boy was spending his Saturday morning playing in his sandbox. He had with him a plastic pail(桶) and a shiny, red plastic shovel(铲). In the __1__ of creating roads and tunnels in the sand, he __2__ a large rock in the middle of the sandbox.‎ The boy dug around the rock，__3__ to move it off the dirt. At first, he wanted to carry it out of the sandbox with his hands; however, it was too heavy. Later, with much __4__， he pushed the rock across the sandbox by __5__ his hands. When the boy got the rock to the __6__of the sandbox, he found that he couldn’t roll it up and __7__ the little wall. Again and again, __8__， the little boy pushed, but every time he thought he had made some __9__， the rock tipped(翻滚) and then fell back into the sandbox. The little boy pushed and pushed, but his only __10__ was to have the rock roll back.‎ Finally he __11__ tears. All this time the boy’s father watched from his living room window __12__ the drama was unfolded. The moment the tears fell, a large __13__ appeared across the sandbox. It was the boy’s father. Gently but __14__， he said，“Son, why didn’t you use all the strength that you had？”‎ Defeated, the boy __15__ back，“I did! I did! I used all the strength that I had！”‎ ‎“No, you didn’t. You didn’t ask me for help.” The father __16__ down, picked up the rock and dropped it off the sandbox.‎ Do you have “rocks” in your life that need to be __17__？ Are you discovering that you don’t have __18__ it takes to lift them? There is someone who is willing to give us the __19__ we need. Maybe, it’s sometimes a good idea to ask others for __20__ when we meet difficulties we can’t overcome.‎ ‎【解题导语】　本文通过一个故事告诉我们当我们遇到一些自己不能解决的问题时，向别人寻求帮助有时也是一个好的方法。‎ ‎1．A.method B．step ‎ C．practice D．process 解析：选D。根据本句，“在小男孩在沙堆里修路和隧道的过程中。”A项“方法”；B项“台阶”；C项“练习”；D项“过程”。所以选择D项。‎ ‎2．A.created B．set ‎ C．discovered D．brought 解析：选C。根据本句：小男孩在沙堆里修路和隧道的过程中，在沙坑中间发现了一个大石头。A项“创造”；B项“设下”；C项“发现”；D项“带来”。所以选择C项。‎ ‎3．A.trying B．managing ‎ C．deciding D．competing 解析：选A。根据第二段“the rock tipped(翻滚)and then fell back into the sandbox.”可知小男孩用手在大石头的周围挖，尽力将大石头从沙堆推出，但是，没有成功。A项“设法，但不一定成功”；B项“成功做某事”，与文章相矛盾，所以选A项。‎ ‎4．A.thought B．struggle ‎ C．movement D．worry 解析：选B。根据第四段“I used all the strength”可知，经过小男孩的努力。A项“思想”；B项“努力”；C项“运动”；D项“担心”。‎ ‎5．A.touching B．shaking ‎ C．using D．controlling 解析：选C。结合上文的语境“he wanted to carry it out of the sandbox with his hands”可知，用手将石头推出沙坑。‎ ‎6．A.bottom B．center ‎ C．edge D．front 解析：选C。结合上下文的语境及习惯，将石头推出沙坑，首先将石头推出沙坑的边沿。A项“底部”；B项“中心”；C项“边沿”；D项“前部”。‎ ‎7．A.over B．down ‎ C．through D．into 解析：选A。结合情境，将石头翻过这堵墙。其中over是“翻过，跨过”的意思。‎ ‎8．A.doubted B．surprised ‎ C．pleased D．determined 解析：选D。结合情境，他决心将石头推出去。其中“determined”是形容词作状语。A项 “怀疑的”；B项“惊奇的”；C项“高兴的”；D项“有决心的”。‎ ‎9．A.attempt B．progress ‎ C．effort D．decision 解析：选B。他认为每一次他都取得了一些 “进步”。A项 “尝试”；B项“进步”；C项“努力”；D项“决定”。‎ ‎10．A.hope B．reward ‎ C．point D．purpose 解析：选B。结合语境， 尽管小男孩很努力将石头从沙坑中推出，但是他的“回报”是石头又回到沙坑中。‎ ‎11．A.made out B．broke out ‎ C．burst into D．rushed into 解析：选C。结合上文的语境，不管多么用力，他总是不能将石头从沙坑中推出，小男孩已经无能为力，于是突然大声痛哭。其中“burst out crying ＝ burst into tears” 大声痛哭。其中“burst into ” 意为“突然(进入某种状态或发生某种情况)”。‎ ‎12．A.so B．as ‎ C．until D．before 解析：选B。结合上下文的语境，当小男孩大声痛哭时，他的父亲看到了这一幕。其中as 意为“当……时候”。‎ ‎13．A.rock B．picture ‎ C．figure D．shade 解析：选C。结合语境，一个人出现在沙坑旁，他就是小男孩的父亲。‎ ‎14．A.surprisingly B．doubtfully ‎ C．kindly D．firmly 解析：选D。小男孩的父亲温和而又坚定地说，你为什么不用尽所有的力量呢。‎ ‎15．A.shouted B．smiled ‎ C．called D．asked 解析：选A。结合上文的语境，孩子在大声痛哭，听到父亲的指责很委屈。因此大声回答。而不选其他选项。‎ ‎16．A.reached B．looked ‎ C．fell D．put 解析：选A。结合语境，“reach down”固定搭配。‎ ‎17．A.pushed B．dropped ‎ C．carried D．removed 解析：选D。在你们的人生道路上，有绊脚石需要搬开吗？A项“推开”；B项“掉下”；C项“携带”；D项“搬开”。选D更加合适。‎ ‎18．A.who B．what ‎ C．which D．where 解析：选B。考查固定句型 “It takes sth.to do sth.” ，其中“what”作“take”的宾语。‎ ‎19．A.minds B．spirits ‎ C．force D．strength 解析：选D。有人很乐意给我们需要的力量，这里的“力量”不仅指身体的，而且指精神上的。‎ ‎20．A.help B．tips ‎ C．advice D．ideas 解析：选A。根据第五段“You didn’t ask me for help”可知，当有困难时，向别人寻求帮助是一个好的方法，然而这个小男孩却没有寻求他父亲的帮助。‎ ‎***********************************************************结束 A So long as teachers fail to distinguish between teaching and learning, they will continue to undertake to do for children that which only children can do for themselves. Teaching children to read is not passing reading on to them. It is certainly not endless hours spent in activities about reading. Douglas insists that “reading cannot be taught directly and schools should stop trying to do the impossible.”‎ Teaching and learning are two entirely different processes. They differ in kind and function. The function of teaching is to create the conditions and the climate that will make it possible for children to devise the most efficient system for teaching themselves to read. Teaching is also a public activity: It can be seen and observed.‎ Learning to read involves all that each individual does to make sense of the world of printed language. Almost all of it is private, for learning is an occupation of the mind, and that process is not open to public scrutiny.‎ If teacher and learner roles are not interchangeable, what then can be done through teaching that will aid the child in the quest (探索) for knowledge? Smith has one principal rule for all ‎ teaching instructions. “Make learning to read easy, which means making reading a meaningful, enjoyable and frequent experience for children.”‎ When the roles of teacher and learner are seen for what they are, and when both teacher and learner fulfill them appropriately, then much of the pressure and feeling of failure for both is eliminated. Learning to read is made easier when teachers create an environment where children are given the opportunity to solve the problem of leaning to read by reading.‎ ‎41. The problem with the reading course as mentioned in the first paragraph is that _______.‎ A. it is one of the most difficult school courses B. students spend endless hours in reading C. reading tasks are assigned with little guidance D. too much time is spent in teaching about reading ‎42. The teaching of reading will be successful if ________.‎ A. teachers can improve conditions at school for the students B. teachers can enable students to develop their own way of reading C. teachers can devise the most efficient system for reading D. teachers can make their teaching activities observable ‎43. The word “scrutiny” in Para.3 most probably means “ ________”‎ A. inquiry B. observation C. control D. suspicion ‎44. According to the passage, learning to read will no longer be a difficult task when _______.‎ A. children become highly motivated B. teacher and learner roles are interchangeable C. teaching helps children in the search for knowledge D. reading enriches children’s experience ‎45. The main idea of the passage is that ‎ A. teachers should do as little as possible in helping students learn to read B. teachers should encourage students to read as widely as possible C. reading ability is something acquired rather than taught D. reading is more complicated than generally believed 参考答案 41-45DBBAC ‎ ‎********************************************************结束 完形填空----典型例题 A month ago, Jessie arrived in America for a year of Eng- lish study. Now she would meet Americans and 1 their eulture firsthand. She would improve her English ability day by day. And,just maybe, she would 2 "someone special".‎ ‎ But that was a month ago. Since then, Jessie's bright dreams had grown very 3 .‎ ‎ The school was actually just a few rooms in an old building in the same rundown neighborhood. 4 meeting Americans and making friends, that was much 5 said than done Although some of Jessie's classmates were 6 and outgoing,they were foreigners. 7 of the teachers seemed interested in spending time with their 8 outside of class Where could Jessie find nice,trustworthy Americans to 9 to especially in that part of town? She didn't know, so she spent most evenings alone in her room, studying grammar and feeling 10 . ‎ ‎"Maybe I'll go have some nooclles,'she thought. "That always seems to help when I'm feeling 11 . "There was a fairly good Asian noodle shop down the street. Before long, Jessie was slurping a nice hot howl of beef noodle& 12 she was eating, a tall woman with blond hair entered the shop. The woman sat down at the next table and 13 a bowl of noodle soup. She looked sad and fired, and Jessie felt 14 for her.‎ ‎ Jessie wanted to say something, to 15 to this woman somehow. But what should she say? Finally, she said simply,‎ ‎ "The noodles are good here, aren't they?" ‎ ‎ The woman smiled and said, "They sure are."‎ ‎ Thus began a one-hour 16 . Jessie learned that the woman had recently lost both her husband and her job and was ‎ feeling depressed. 17 she told Jessie that just having someone to talk to really 18 . That was precisely the way Jessie ‎ felt about her own situation.‎ That conversation was great English 19 for Jessie. But more 20 , it was the beginning of a great friendship, and a great year. ‎ ‎1. A. experience B. enter ‎ C. understand D. study ‎ 答案：A 指导：Jessie初到美国，充满了理想，她既想跟美国人交朋友，又想“体验”美国文化。后面的firsthand"一手地、亲身地”也对此答案有一定的提示作用。B项enter当“进入”讲；D项study当“学习、研究”讲，从后面她想改进自己的英语这一点，可排除此选项，她到美国的主要目的是学习英语，而不是研究美国的文化；她人在美国，对美国文化不仅仅停留在“理解”的层面上，故排除C项。‎ ‎2. A. find B. love C. meet D. comfort ‎ 答案：C 指导：前面已经出现了提示meet Americans，再考虑文章最后，她确实“认识”了特殊的人。find"发现、找到”，comfort"安慰”均脱离了文章的主题；love“喜欢”文章中没有信息支持。‎ ‎3 A. clear B. dim C. true D. hopeless ‎ 答案：B 指导：dim当形容词“暗淡的”讲，可用来修饰灯光、梦想等。从前面的转折词but以及后面描述她对各方面情况的失望情绪可以断定，此处指她的梦想开始暗淡下来。clear"清晰的”，true"真实的”，与此处逻辑相背；干扰性最大的是D项，hopeless用来修饰人，意为“没有希望的、没有救的”，如：The teacher thinks the boy student is hopeless(老师认为这个男学生没救了)。‎ ‎4. A. Instead of B. Rather than ‎ C. As for D. Except for ‎ 答案：C 指导：asfor意为“至于；说到”，用来连接上文，有时暗示不关心或轻视，如：As for you，I never want to see you here again(至于你，我再也不想在这儿见到你了)。instead of意为“而不是”，用来连接前后两个并列成分，如前后都出现动名词、不定式、介词短语等；ratherthan意思也是“而不是”，用法类似于insteadof；exceptfor意为“只是”，用来修正前面的总体说法或评价，如：Yourcompositionisgoodexcept ‎ ‎ forafewspellingmistakes(你的作文很好，只是有几处拼写 错误)。‎ ‎5. A. happier B. easier C. harder D. better ‎ 答案：B 指导：此处是说认识美国人很难，easier said than done意为“说比做容易；说起来容易，做起来难”。如选happier， harder，better都是因为没有很好地理解此处作者要表达的意思。‎ ‎6. A. friendly B. honest C. cold D. strange ‎ 答案：A 指导：although引导让步状语从句，只有friendly符合逻辑：尽管她的同学非常友好、开朗，但他们毕竟也是外国人。cold，strange不符合此处的表达逻辑，honest不是文章说明的中心问题。‎ ‎7. A. All B. Any C. None D. Some ‎ 答案：C 指导：通过下文Jesste找不到真正的美国人进行交流看，这儿表达的意思是老师们不愿跟外国学生课外交往。none表示三者以上的全部否定，符合上下文的逻辑。all，some都违背Jessie因为没有朋友交流而孤单这一逻辑；any都用于疑问句或否定句.‎ ‎8. A. friends B. family C. teachers D. students ‎ 答案：D 指导：通过后面的“课外”可断定，此处指的是学生。这儿指老师也不愿跟学生在课外交流。前面已经出现了“老师”，后面又出现了课外，因此老师在课外交流的只能是“学生”，而不是家人、朋友或其他老师。‎ ‎9. A. turn B. talk C. go D. come ‎ 答案：B 指导：Jessie想结交美国人跟他们交谈，以提高自己的英语水平，同时跟他们交朋友。talk to sb．“与……交谈”，符合语境。turntosb．“转向某人”，多指向某人求教或求救；go to ／come to 后面多与表示“地点”的名词搭配。‎ ‎10. A. sad B. angry C. bored D. tired ‎ 答案：C 指导：此处指Jessie找不到美国人与其交谈、交朋友，因此倍感孤独，一个人在教室里学习，当然是感到“厌倦、无聊”。bored是过去分词形式的形容词，意为“感到厌倦的”。sad，angry在意义上有点太过，tired主要指身体上“感到疲劳的”。通过文章的叙述可知，此处主要强调Jessie精神上的孤独彷徨。‎ ‎11. A. out B. down C. cold D. up ‎ 答案：B 指导：be／feeldown是习语，意为“感到失望、情绪低落”‎ ‎ ＝be／feeldisappointed．此处Jesse认为吃碗面条也许能使自己情绪好起来。out意义不通；叩意义与down正好相反；feelcold指身体上感到“冷”。‎ ‎12. A. Before B. Although C. Since D. While ‎ 答案：D 指导：while此处引导时间状语从句，表示“在…过程中”、“在……动作持续的时候”。before和since也可引导时间状语从句，但意思不一样：before意为“在…之前”；since意为“自从过去一个时间或动作到现在”，前面多用现在完成时；although引导让步状语从句，意为“尽管”。‎ ‎13. A. asked B. made C. begged D. ordered ‎ 答案：D 指导：妇女坐下来要了一碗汤面，order sth．意为“要、订购……”。begged意为“乞讨”，made"制造”都脱离了具体的语境，这位妇女也是餐馆里的顾客；ask后面不能直接跟所要的东西，而应该说askforsth．‎ ‎14. A. doubt B. pity C. sadness D. eagerness ‎ 答案：B 指导：看到这位妇女落魄的样子，Jessie对她产生了同情心，其他选项不合逻辑。feel pity for sb．意为“对某人感到同情”，相当于feelsorryforsb．如选doubt"怀疑”；sadness"悲哀”；eagerness"急切”都不能准确表达此处的语境。‎ ‎15. A. reach out B. go out C. come over D. get across ‎ 答案：A reach out愿意是“伸手去够……”，此处应是其引申意义“与某人交流、沟通”。come over意为“走上前来”；get across意为“穿过、横穿”；go out"出去”，如选上面的三项，都没有理解作者此处所表达的意义。‎ ‎16. A. discussion B. friendship ‎ C. conversation D. understanding 答案：C 指导：这儿指Jessie不经意间与这位妇女进行了一个小时的“交谈”，从而开始了她们长达一年的友谊。如选friendship，understanding，前面有“一个小时的”来修饰，显然不合逻辑；他们也不是在“讨论”问题，因此不选A.‎ ‎17. A. But B. As C. Because D. After ‎ 答案：A 指导：前文妇女介绍自己因为失去丈夫和工作而非常伤心，此处又说跟陌生人交谈会对事情有帮助，前后形成的应是转折关系。as可引导时间状语从句，意为“当……的时候”，也可引导原因状语从句，意为“因为”‎ ‎；because引导原因状语从句；after引导时间状语从句。‎ ‎18. A. stopped B. improved C. helped D. reduced ‎ 答案：C 指导：help在此处用作不及物动词，意为“有帮助、起作用”。improve侧重指水平质量的改进和提高；reduce侧重指数量的减少；stop意为“停止”。‎ ‎19. A. talking B. lesson C. culture D. practice ‎ 答案：D 指导：从前面的修饰语English可知，此处只能是“英语练习”。 前文已经出现Jassie想进行英语练习，以便提高自己英语水平的叙述；talking只能指人的行为，而本句的主语是thatconversation；此处Jassie跟那位妇女仅仅是随便“交谈”，因此不选lesson和culture．‎ ‎20. A. interestingly B. strangely C. luckily D. importantly ‎ 答案：D 指导：moreimportantly用来突出后者：更为重要的是。‎ 本文强调的中心不是“有趣”，strangely更是偏离了文章的中心；luckily带有“侥幸”的味道，显然是没有好好理解作者的意图。‎